Assessment Task 1 Cover Sheet

Student Declaration
To be filled out and submitted with assessment responses

X I declare that this task is all my own work and I have not cheated or plagiarised the work or
colluded with any other student(s).
X I understand that if I am found to have plagiarised, cheated or colluded, action will be taken
against me according to the process explained to me.
X I have correctly referenced all resources and reference texts throughout these assessment tasks.
Nicky Cross
Student name
SCS1850
Student ID number
N. Cross
Student signature
6/6/2021
Date

Assessor declaration
 I hereby certify that this student has been assessed by me and that the assessment has been
carried out according to the required assessment procedures.
Assessor name

Assessor signature

Date

Assessment outcome S NS DNS Resubmission Y N

Feedback

Student result response

X My performance in this assessment task has been discussed and explained to me.
X I would like to appeal this assessment decision.
N. Cross
Student signature

6/6/2021
Date

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.

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Assessment Task 1: Written Questions

Task summary
This is an open book test, to be completed in the classroom.
A time limit of 2 hours to answer the questions is provided.
You need to answer all of the written questions correctly.

Required
 Access to textbooks and other learning materials

Timing
Your assessor will advise you of the date and time of this assessment.

Submit
 Answers to all questions

Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the
task satisfactorily.

Re-Submission Opportunities
You will be provided feedback on your performance by your assessor. The feedback will indicate if
you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory
performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been
dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand
any part of this task or if you have any learning issues or needs that may hinder you when attempting
any part of the assessment.

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Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”,
which tell you how you should answer the question. Use the definitions below to assist you to provide
the type of response expected.
Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in detail, and identify
important points and key features. Generally, you are expected to write a response one or two
paragraphs long.

Compare – when a question asks you to compare something, you will need to show how two or more
things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you
are expected to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more
things are different, ensuring you indicate the relevance or the consequences. Generally, you are
expected to write a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important
issues or features and express some form of critical judgement. Generally, you are expected to write
a response one or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable
qualities or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should put forward arguments for
and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you
should provide a detailed response with key points and features and provide critical analysis.
Generally, you are expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why
something happened or the way it is. Generally, you are expected to write a response two or three
sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly
describe the required information. Generally, you are expected to write a response two or three
sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state
information in a list format.

Outline – when a question asks you to outline something, this means giving only the main points,
Generally, you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only
giving the main points. Generally, you are expected to write a response a few sentences long.

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Assessment Task 1 Instructions

Provide answers to all of the questions below:

1. Explain emotional intelligence and the importance of this characteristic at work.

Enthusiastic intellect, commonly known as EQ, alludes to the capacity of a individual to comprehend
candidly, oversee candidly and sensibly. It is vital when it comes not fair to brain research but
moreover within the commercial world to interpersonal communication. Analysts invented the word
itself within the 1990s, but its utilize amplified quickly over other areas, like as trade, instruction and
prevalent culture [CITATION Tom03 \l 1033]. A few of the reasons why enthusiastic insights can be
the key to work environment success
• Passionate experiences can lead to predominant commerce choices • Sincerely adroitly agents are
more likely to keep their cool beneath weight
• Those with tall EQ are more better at settling clashes
• Candidly cleverly pioneers tend to have more essential sympathy. Agents with tall EQs are more
likely to tune in, reflect, and respond to valuable criticism
2. Explain each of the five essential principles of emotional intelligence as defined by Daniel
Goleman.
Daniel Goleman, an American psychologist, has devised an emotional intelligence framework with five
elements:
 Self-awareness: People with high EI comprehend their emotions and do not let themselves to
be governed by their sentiments. They realize their skills and limitations that they work in
these areas to improve their performance [CITATION Gol13 \l 1033].
 Self-regulation: Usually the capacity to control feelings and motivations. Individuals who self
control ordinarily don’t permit themselves to gotten to be as well irate or desirous, and they
don’t make incautious, careless choices. They think about the time to they act.
 Motivation: People with an EI are prepared to postpone instant results for long-term success.
They appreciate a challenge, are very productive and work for everything they undertake.
 Empathy: Typically the capacity to know the wishes, wants and focuses of see of others
around you and comprehend them. Empathic people maintain a strategic distance from being
stereotyped and judged as well quick, and live their life in all honesty and openly
 Social aptitudes: People with solid social capacities are frequently gather players. Rather than
center on their claim triumph, they offer help others to make and sparkle.
3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and
Salovey (2004).

Emotive Intelligence Principles.

Principle 1: Passionate insights may be a capacity of intellect A bit like most clinicians, we consider
insights the capacity to do unique thinking: understanding implications, getting a handle on the
similitudes and contrasts of two thoughts, creating powerful generalisations and understanding when
generalizations are not appropriate due to setting [CITATION Pet00 \l 1033].
Principle 2: The most excellent degree for enthusiastic insights is capacity A premise for our thought
is that the keen are best judged by the capacity to illuminate and the resultant designs of precise
replies.

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Principle 3: Cleverly Issue Fathoming Does Not Compare Perfectly to Shrewdly Conduct. We
acknowledge there's a critical capability between experiences and conduct. A person’s conduct is an
expression of that individual’s character in each social setting.
Principle 4: A Test’s Content—the Issue Understanding Zone Involved—Must Be Clearly shown as a
Precondition for the Estimation of Human Mental Capacities Setting up the substance of the extend.
To degree energetic bits of knowledge well, tests must test from the elemental subject matter; the
substance of the test must cover the extend of issue- tackling.
Principle 5: Significant Tests Have Well-Defined Subject Matter That Draws Out Vital Human Mental
Capacities People show their considering capacities as they understand issues interior a given
subject zone. As such, a test’s authenticity depends both on the substance it tests and the human
mental capacities it inspires.
4. Explain three strategies that can be used to build emotional intelligence.
• Manage your unfavorable sentiments. You're less inclined to be overwhelmed on the off chance that
you'll control and reduce your negative feelings. Saying more effectively than being done, right?
Attempt it out: Attempt it. Don't jump to conclusions in case somebody is annoying you.
• Keep your lexicon mindful. Concentrate on being a more solid work environment communicator.
Emotionally smart individuals favor to utilize more exact dialect to depict inadequacies, and after that
to concentrate on tending to them.
• Know your stresses. Make an appraisal of what worries you and be proactive in your life to have less
of it. In the event that you know that you just are send a spiral to your work mail some time recently
bed, take off it until the morning [CITATION Nel09 \l 1033].
5. Explain how a manager with high emotional intelligence can assist in achieving business
objectives. Provide an example to illustrate your answer.

By getting to be an sincerely cleverly pioneer you'll be able persuade and motivate the individuals
working for you, to work superior, and be more satisfied at work. Passionate insights can offer
assistance trade proprietors unravel their maintenance and resolve issues, progress data stream,
getting individuals working superior together and driving forward trade goals [CITATION Mul10 \l
1033]. As an illlustration, Later inquire about by Talent Savvy, a recognized pioneer within the
emotional intelligence field, appears that 85 percent of trade individuals don't feel regarded and
esteemed by their manager. This encompasses a enormous negative impact on our organizational
societies. But do you think these bosses know their individuals don't feel acknowledged or esteemed?
Not likely!
6. Explain the importance of recognising cultural differences in emotional intelligence.
Provide two examples to illustrate your answer.
Examination into the associations between culture and feelings begins from 1872 when Darwin
expressed that feelings and passionate expressions are all inclusive. Since at that point, there has
been a talk about among clinicians, anthropologists and humanist on the universalité of the six
essential feelings (i.e. bliss, distress, seethe, fear, disgot, and shock). Whereas feeling itself is
widespread, it is continually affected by society. How feelings are experienced, communicated, seen
and controlled depends on the social environment's social conduct. It may hence be claimed that
culture could be a crucial system to comprehend passionate contrasts for analysts. There are more
visit appears of anger, for illustration, in social orders that esteem honor. Disgrace is appeared more
distinctively in social orders that emphasize gather enrollment. People are more likely to show
enthusiasm and enjoyment in response to their own success in the USA, where self-gratification is
given priority.
7. Explain two ways of communicating effectively with a diverse workforce with varying
cultural expressions of emotions.

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Discover out how best communications get from the source culture: For illustration, individuals from a
few societies do not acknowledge data from a chief who lean toward the term to be a pioneer of the
worker bunch, a director or a trade director.
Play and adhere to company rules. At long last, it is best to ensure the clear communication of the
business' objectives and targets and put of work is driven by commerce goals instead of personal
inclinations, and to make the environment that people of all societies and ethnic bunches can lock in
8. Explain two ways of using emotional intelligence to build effective workplace
relationships.
 It is vital that we secure and increment our capacity to communicate nonverbally. This kind of
communication is more grounded than words. Feelings and messages are transmitted by
means of our body dialect, in this way this capacity is very unmistakable. Communicate well
by the utilize of facial expressions, signals, contact with the eye, body developments and a
strong connect with our voice.
 The capacity of the organization to utilize humour and play. Great humour raises the
inconvenience in a relationship and gives us the sense of discharge from a troublesome
occasion. People can smooth out certain disparities through disposition and play, tolerating
challenges of association lightly [CITATION Ros05 \l 1033].

References:
Tomer, J. (2003). Personal capital and emotional intelligence: an increasingly important intangible
source of economic growth. Eastern Economic Journal , 29, 453-470
Petrides, K., & Furnham, A. (2000). On the dimensional structure of emotional intelligence.
Personality and individual differences , 29, 313-320.
Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional
intelligence. Harvard Business Press.
Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence:
(How) is it possible? Personality and individual differences , 47, 36-41.
Muller, R., & Turner, R. (2010). Leadership competency profiles of successful project managers.
International Journal of project management , 28, 437-448.
Rosete, D., & Ciarrochi, J. (2005). Emotional intelligence and relationship to workplace performance
outcomes of leadership effectiveness. Leadership & Organization Development Journal , 26, 388-399.

Strathfield College RTO: 91223 CRICOS Provider Code: 02736K

Assessment Task 1 Checklist

Student’s name:

Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Task Outcome: Satisfactory  Not Satisfactory 

Assessor signature

Assessor name

Date

Strathfield College RTO: 91223 CRICOS Provider Code: 02736K

Strathfield College RTO: 91223 CRICOS Provider Code: 02736K